Overview

Since 1976, Chelsea School has prepared students with language-based learning differences for higher education.  As a non-public, co-educational day school, Chelsea School serves up to 85 students, ages 10 through 20, in grades 5 through 12 grouped accordingly in middle or upper division.  Chelsea School accepts students of all genders. Chelsea School students have average to above average intellectual capabilities and a diagnosed learning disability.  Chelsea School accepts students performing above, below or on grade level.

Prospective Student Profile

Most Chelsea School students have a language-based learning disability that affects their acquisition of basic reading, writing and math skills.  Specific reading deficits may include difficulty decoding words, reading fluency, and comprehending lengthy passages.   Chelsea School students may have writing deficits characterized by, but not limited to, writing with grammatical accuracy, translating ideas into a coherent written form and fluent legible handwriting.  As the acquisition and understanding of arithmetic concepts are also rooted in language processing, it is not uncommon for our students to exhibit difficulty when solving math problems, learning and retaining math facts, and applying math facts and concepts in problem solving.

Additionally, a number of our students have deficits that include taking notes from a lecture, processing/understanding lengthy oral direction, copying notes from the chalkboard, sustaining attention and focus, as well as learning and applying organizational skills.  These weaknesses are due to processing deficits in a specific area or areas, such as executive functions and attention, long or short-term memory, visual-spatial orientation/organization, auditory processing, language processing, and visual-motor integration.

Despite their learning disabilities, Chelsea School students exhibit areas of academic strength.  These may include, but are not limited to, high level thinking skills (verbal and nonverbal abstract reasoning) the ability to compare and contrast hypotheses and analyze information, grasping information presented in a multi-modal format, and success with non-traditional assessments.  Through remediation and accommodation, students are capable of earning a high school diploma and leading productive lives.  For most of the students, the path through Chelsea School leads to either college or vocational school.

Chelsea School’s Academic Program

Chelsea School offers all of the core subjects and electives that enable students to meet diploma requirements.  Publicly-funded students follow a course of study designed to meet the graduation requirements of their local education agency. These students receive a diploma from their neighborhood public school after they have met all requirements. Privately funded students follow a course of study aligned closely with the state of Maryland’s graduation requirements, and receive a Chelsea School diploma upon completion. Additionally, Chelsea School offers a reading program required for all students.  This program is tiered into three skill sets based on acquisition of basic reading skills of sound symbol recognition and decoding fluency, and comprehension.  Placement within, and advancement through, the remedial reading program is based upon individual acquisition and mastery of skills.

Chelsea School offers students access to a varied choice of after-school enrichment opportunities through the school’s extracurricular activities.  These include the ability to participate in traditional varsity sports such as flag football, basketball, and softball.  Chelsea School also offers clubs that meet during and/or afterschool.

The Admissions Process

To ensure that Chelsea School is able to meet every student’s needs, each applicant is given careful consideration through the admissions process. The process begins with referrals made directly to the Director of Admissions.  These referrals may be made by parents, schools, advocates, attorneys, or educational surrogates.  The Director of Admissions pre-screens each potential student file to assess the student’s eligibility under the described criteria for Chelsea School.  Should a student not meet the criteria within the pre-screening process, the Director of Admissions will inform the referring party and may offer suggestions of a more appropriate placement.

Next, individual student files are reviewed by the admissions committee.  Following review by the admission committee, applicants must spend a minimum of two days attending classes.  This allows Chelsea School teachers an opportunity to work with the applicant and provide feedback to the Admissions Committee on not only the appropriateness of the candidate, but any accommodations or modifications which may need to be made for the student should they be accepted.

Upon acceptance into the program the Director of Admissions will notify the referring party, parents and/or Local Education Agency.  Prior to admission all students should have complete academic packets to include most current IEP or PEP, most recent assessment data, updated transcripts, and if applicable, a functional behavioral assessment and behavior intervention plan.  Should these documents not be received, documentation of attempts to secure these materials will be kept on file.  The admission process may take between four to six weeks for most applicants.